2024-2025 Campus Improvement Plan PDF Free Download
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Midland Independent School District
South Elementary
2024-2025 Campus Improvement Plan
South Elementary
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Mission Statement
All South Elementary students will be prepared for college, career, or the military through the implementation of efffective data-driven Tier 1
instruction that supports social emotional wellbeing.
Vision
Core Purpose:
Empower
Educate
Embrace
Everyone
Core Values:
Perseverance
Respect
Integrity
Determination
Excellence
Value Statement
Educate, Empower, Embrace Everyone.
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Table of Contents
Comprehensive Needs Assessment 5
Demographics 5
Student Learning 8
School Processes & Programs 18
Curriculum & Instruction 18
Professional Development 18
Leadership & Decision-Making Processes 18
Communication 18
Organization & Context 18
Technology Integration/Plan 18
Other 18
Strengths of South Elementary 19
Perceptions 21
Surveys, Interviews, & Focus Groups 21
Parent Engagement Evaluations/Feedback & Participation Levels 21
Culture, Climate, Values, Beliefs 21
Community Partnerships and Volunteer Data 21
Staff Surveys/Feedback 21
Student Feedback 21
Communication Data 21
Staff Retention 21
Other 21
Strengths of South Elementary 25
Priority Problem Statements 27
Comprehensive Needs Assessment Data Documentation 28
Goals 30
Goal 1: The percentage of 3rd grade students who score meets grade level or above on the Reading Language Arts STAAR assessment will increase from 41% to 55%by 2028.
Campus: The percentage of 3rd grade students who score meets grade level or above on the Reading Language Arts STAAR assessment will increase from 25% to 44%by
2025. 30
Goal 2: The percentage of 3rd-grade students who score meets grade level or above on the Math STAAR assessment will increase from 38%to 50% by 2028. Campus: The
percentage of 3rd-grade students who score meets grade level or above on the Math STAAR assessment will increase from 22%to 40% by 2025. 36
Goal 3: The percentage of 4th -English II students who meet or exceed their Reading Language Arts STAAR Annual Growth will increase from 55% to 71% by 2028. Campus:
The percentage of 4th -English II students who meet or exceed their Reading Language Arts STAAR Annual Growth will increase from 72% to 77% by 2025. 41
Goal 4: The percentage of 4th -Algebra 1 students who meet or exceed their Math STAAR Annual Growth will increase from 61% to 71% by 2028. Campus: The percentage of
4th -Algebra 1 students who meet or exceed their Math STAAR Annual Growth will increase from 75% to 80% by 2025. 44
Goal 5: Through the Student Experience we will foster safe and innovative learning spaces where students engage in rigorous and relevant experiences, preparing them for
meaningful opportunities post-graduation. 47
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Goal 6: Through Growing & Developing Staff we will build retention and recruitment practices to promote professional growth that yields and rewards high-impact staff,
improving student outcomes. 52
Goal 7: Through Engaging and Acting we will engage the entire Midland community through clear and actionable communication that cultivates trust and partnership. 55
Campus Funding Summary 59
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Comprehensive Needs Assessment
Demographics
Demographics Summary
South Elementary is a local school with a strong tradition, where both current stakeholders and their parents have attended.
The data from the past five school years reveals trends in attendance rates and disciplinary incidents, alongside student and staff demographics at our school.
Attendance rates remained fairly consistent over the years, with the highest recorded in 2019-2020 at 94.8% and the lowest in 2021-2022 at 91.3%. Discipline incidents showed
fluctuations, with the highest number reported in 2022-2023 (162 incidents) and the lowest in 2023-2024 (34 incidents).
In terms of student demographics, our school has seen a steady increase in total enrollment, reaching 764 students in 2023-2024. Economically disadvantaged students consistently
represent a significant majority, accounting for over 80% in each year, rising to 91% at the end of the 2023-2024 school year. The Hispanic population has been the largest ethnic
group, comprising over 80% of the student body each year, followed by African-American, White, and other ethnicities. The data also shows a significant increase in the Emergent
Bilingual (EB) population, accounting for 52% of the student population in 2023-2024.
Staff demographics indicate a stable number of teachers over the years, with slight fluctuations in diversity. Hispanic teachers consistently made up a notable portion of the staff,
reflecting the community's composition.
Overall, these data points highlight our school's efforts to maintain attendance rates while addressing disciplinary issues, as well as our commitment to serving a diverse student
population with a dedicated and diverse teaching staff.
Attendance & Discipline Data:
School
Year
Attendance
%
# Discipline
Incidents
2023-2024
93.3
34
2022-2023
92.28
162
2021-2022
91.3
158
2020-2021
92.4
95
2019-2020
94.8
No Data
Student Demographic Data:
School
Year
Total
Students
Eco Dis
At Risk
Mobility
Rate
Hispanic
African-
American
White
Other
Male
Female
EB
SpEd
504
2023-2024
764
698
398
No data
available
655
56
41
12
413
351
303
113
4
South Elementary
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School
Year
Total
Students
Eco Dis
At Risk
Mobility
Rate
Hispanic
African-
American
White
Other
Male
Female
EB
SpEd
504
2022-2023
605
520
435
113
536
37
28
4
331
274
213
72
6
2021-2022
503
417
340
120
450
25
24
4
262
241
195
44
4
2020-2021
481
415
342
97
437
30
10
4
250
231
176
48
4
2019-2020
548
442
343
109
481
39
19
9
278
270
183
55
8
Staff Demographic Data:
School
Year
Total
Teachers
Hispanic
African-
American
White
Other
Male
Female
2023-2024
31
14
3
12
2
3
28
2022-2023
26
14
1
11
0
3
23
2021-2022
29
13
2
14
0
3
26
2020-2021
35
15
2
17
1
5
30
2019-2020
30
16
2
10
2
5
25
Demographics Strengths
Our school demonstrates significant demographic strengths over the past five years. The student body has shown consistent growth, reaching 764 students in 2023-2024.
Economically disadvantaged students have consistently represented a majority, highlighting our commitment to supporting diverse socioeconomic backgrounds.
Ethnic diversity is also a notable strength, with Hispanic students comprising a substantial portion of the student population each year, peaking at 86% in 2023-2024. This reflects our
school's strong ties to the Hispanic community and our ability to serve this demographic effectively.
In terms of staff demographics, there has been a steady number of teachers, with a notable presence of Hispanic educators, which aligns with the diversity of our student body. This
diversity among staff members enhances our ability to provide culturally responsive education and support to our students.
Overall, these demographic strengths underscore our school's inclusive environment and our commitment to serving a diverse student population effectively through dedicated and
diverse staff.
Student Demographics:
School
Year
Total
Students
Eco Dis
At Risk
Mobility
Rate
Hispanic
African-
American
White
Other
Male
Female
EB
SpEd
504
2023-2024
764
698
398
No data
655
56
41
12
413
351
303
113
4
2022-2023
605
520
435
113
536
37
28
4
331
274
213
72
6
2021-2022
503
417
340
120
450
25
24
4
262
241
195
44
4
2020-2021
481
415
342
97
437
30
10
4
250
231
176
48
4
South Elementary
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School
Year
Total
Students
Eco Dis
At Risk
Mobility
Rate
Hispanic
African-
American
White
Other
Male
Female
EB
SpEd
504
2019-2020
548
442
343
109
481
39
19
9
278
270
183
55
8
Staff Demographics:
School
Year
Total
Teachers
Hispanic
African-
American
White
Other
Male
Female
2023-2024
31
14
3
12
2
3
28
2022-2023
26
14
1
11
0
3
23
2021-2022
29
13
2
14
0
3
26
2020-2021
35
15
2
17
1
5
30
2019-2020
30
16
2
10
2
5
25
Problem Statements Identifying Demographics Needs
Problem Statement 1 (Prioritized): Attendance rates have remained relatively stable over the past five years but have consistently fallen short of the district's 95% goal.
Root Cause: A high percentage of economically disadvantaged students can face challenges such as lack of transportation, health issues, and unstable housing, all of which can
negatively impact attendance.
Problem Statement 2: The rate of economically disadvantaged students has increased over the last five years. In the 23-24 school year, economically disadvantaged students at
South increased from 88% to 91%. Students' socioeconomic status can negatively impact academic achievement.
Root Cause: Parents/Guardians lack information regarding community resources.
Problem Statement 3: Teacher retention rates have historically been low.
Root Cause: The root cause is the lack of teacher support and coaching.
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Student Learning
Student Learning Summary
Students at South Elementary have demonstrated growth in achievement, as shown by STAAR and MAP NWEA assessments in Reading and Math. Fifth and sixth graders exceeded
their growth goals in Reading, while all grades except second met or surpassed their Math growth goals. Additionally, both subjects saw increases in the number of students reaching
the Meets and Masters levels.
The TELPAS assessment for Emergent Bilingual students indicated progress in language acquisition, with several students in the bilingual/ESL program potentially qualifying to exit.
However, there is still a need for improvement, particularly among our Special Education and Economically Disadvantaged student populations, who did not perform as well as their
peers. Through continued strong Tier 1 classroom instruction and the use of research-based techniques, the dedicated teachers at South Elementary are committed to helping all
students achieve academic success.
STAAR Data:
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STAAR Data Sub-Populations:
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MAP NWEA Data:
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TELPAS (English Language Proficiency) Data:
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Student Learning Strengths
MAP NWEA Assessments indicate an area of strength in the performance of fifth and sixth graders in Reading, where they exceeded their growth goals, as well as the overall
increase in students reaching the Meets and Masters levels in both Reading and Math. All grades except second met or surpassed their Math growth goals,
The TELPAS assessment for Emergent Bilingual students indicates progress in language acquisition, with several students in the bilingual/ESL program potentially qualifying to exit.
DATA:
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Problem Statements Identifying Student Learning Needs
Problem Statement 1 (Prioritized): Students in Kindergarten through 3rd grade did not achieve their growth targets on the MAP NWEA Reading Assessments.
Root Cause: The root cause is insufficient early literacy interventions or foundational skills support in the early grades hinder reading progress and ineffective instructional strategies
that do not cater to diverse learning needs or align with student readiness levels.
Problem Statement 2 (Prioritized): According to MAP NWEA, there was a significant shortfall in 3rd-grade students achieving their growth goals in Reading.
Root Cause: The root cause is a lack of alignment between curriculum standards and instructional practices as well as inadequate feedback mechanisms or assessment strategies that
do not effectively track student progress and adjust instruction.
Problem Statement 3 (Prioritized): According to MAP NWEA, 2nd-grade students showed a significant gap in achieving their Math growth goals.
Root Cause: The root cause is a lack of alignment between curriculum standards and instructional practices as well as inadequate feedback mechanisms or assessment strategies that
do not effectively track student progress and adjust instruction.
Problem Statement 4 (Prioritized): According to STAAR data, across 3-6 elementary grade levels, Special Education students do not perform as well as their non-Special
Education peers.
Root Cause: The root causes for the under-performance of Special Education students compared to their non-Special Education peers include inadequate individualized instruction,
insufficient support and resources, lack of effective teacher training in special education strategies, and insufficient integration of Special Education students into general education
classrooms.
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School Processes & Programs
School Processes & Programs Summary
Curriculum & Instruction
South Elementary implements Dr. Marzano's research-based High Reliability Schools (HRS) Leading Indicators to foster a safe, supportive, and collaborative culture. Instructional
leadership works closely with teachers to build strong foundations using guided reading and math programs, including Magnetic Foundations, Amplify, and STEMScopes. In grades
K-3, students benefit from research-based instruction in Guided Reading and Guided Math. In grades 2-6, Common Formative Assessment data ensures timely reteaching of priority
standards. Professional Learning Communities (PLCs) in grades PreK-6 collaborate on best practices for instruction based on data from MAP and STAAR assessments.
Professional Development
South trains and coaches teachers in research-based instructional strategies. Kinder, first, and second-grade teachers receive training on district resources aligned with Marzano's
strategies. Continuous professional development ensures that teachers are well-equipped to provide high-quality instruction.
Leadership & Decision-Making Processes
South's administration leverages new staffing options approved by the school board to deliver the best possible instruction to students. The leadership team actively supports teachers
in implementing effective instructional practices and regularly communicates with staff to ensure alignment and clarity.
Communication
Campus administrators maintain clear and consistent communication with all staff via a weekly "Game Plan," which outlines important events and information for the upcoming
week.
Organization & Context
South Elementary provides a well-organized environment with comprehensive support services and scheduling that accommodates various student needs. Extracurricular and co-
curricular opportunities are available to enhance the overall student experience.
Technology Integration/Plan
As a 1:1 technology campus, every student at South Elementary has access to an electronic device to enhance learning and integrate technology into their daily educational
experiences.
Other
South Elementary's commitment to a safe, supportive, and collaborative culture, along with its focus on high-quality instruction, professional development, and effective
communication, creates a positive and productive learning environment for all students.
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School Processes & Programs Strengths
Strengths of South Elementary
Curriculum & Instruction:1.
Research-Based Framework: Implementation of Dr. Marzano's High Reliability Schools (HRS) Leading Indicators ensures a structured, safe, and collaborative
learning environment.
Data-Driven Instruction: Utilization of MAP and STAAR assessment data through Professional Learning Communities (PLCs) helps tailor instruction to meet
students' needs.
Targeted Instruction: Strong foundations in guided reading and math, particularly in K-3, using Magnetic Foundations, Amplify, and STEMScopes.
Professional Development:2.
Ongoing Training and Coaching: Teachers receive continuous professional development in research-based instructional strategies, particularly in early grades (K-2),
ensuring they are well-prepared to deliver effective instruction.
Leadership & Decision-Making Processes:3.
Supportive Leadership: The administration uses new staffing options to optimize instruction quality and supports teachers with effective instructional practices.
Collaborative Decision-Making: Leadership actively involves teachers in decision-making processes related to instructional strategies and resource allocation.
Communication:4.
Effective Communication: Weekly "Game Plan" updates from campus administrators ensure clear and consistent communication with all staff about important events
and information.
Organization & Context:5.
Structured Environment: Well-organized support services, scheduling, and a variety of extracurricular and co-curricular opportunities enhance the student experience.
Technology Integration/Plan:6.
1:1 Technology Initiative: Every student has access to an electronic device, facilitating the integration of technology into learning and enhancing educational
experiences.
Overall Culture:7.
Positive School Culture: The focus on a safe, supportive, and collaborative culture underpins all initiatives, contributing to a positive and productive learning
environment for students.
Problem Statements Identifying School Processes & Programs Needs
Problem Statement 1 (Prioritized): Despite the strengths in curriculum, professional development, and technology integration, there is a notable weakness in achieving consistent
student growth, particularly in the lower grades (K-3).
Root Cause: Although professional development is provided, the effectiveness of implementing these strategies consistently across all K-3 classrooms may vary, resulting in uneven
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student outcomes.
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Perceptions
Perceptions Summary
Surveys, Interviews, & Focus Groups
Lee Atwater, a political strategist, stated, "Perception is reality," emphasizing that beliefs about an institution must be considered in decision-making processes. At South Elementary,
K12 Insight conducts surveys for parents, staff, and students to gather feedback and share the results with the campus. Respondents consistently report that the school is safe and that
interactions are respectful.
Parent Engagement Evaluations/Feedback & Participation Levels
South Elementary promotes family involvement through various activities and student performances. These events are communicated via Parent Monthly Calendars, BlackBoard Call
Outs, Class and School Dojo, X (Twitter), Facebook, the school website, and the school marquee.
Culture, Climate, Values, Beliefs
South Elementary implements Dr. Marzano's research-based High Reliability Schools (HRS) Leading Indicators to foster a safe, supportive, and collaborative culture.
Community Partnerships and Volunteer Data
South maintains several community partnerships with organizations such as Crestview Baptist Church, Golden Chick, PBX, and the Food Bank. These partnerships provide
volunteers who offer a wide range of support for families, students, and staff.
Staff Surveys/Feedback
Feedback from staff is gathered through surveys conducted by K12 Insight, contributing to a comprehensive understanding of the school environment and culture.
Student Feedback
Student feedback is also collected through surveys, ensuring their voices are heard and considered in decision-making processes.
Communication Data
South Elementary ensures effective communication with all stakeholders through various channels, including Parent Monthly Calendars, BlackBoard Call Outs, Class and School
Dojo, X (Twitter), Facebook, the school website, and the school marquee.
Staff Retention
In the 2022-23 school year, South faced 22 vacant teaching positions due to a lack of teacher retention. However, teacher retention has significantly improved, with only one teacher
resigning this year.
Other
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South Elementary's commitment to fostering a safe, supportive, and collaborative culture, along with its strong community partnerships and improved teacher retention, contributes to
a positive and productive learning environment.
Family Events/Engagement: K12 Insight Survey Results 23-24:
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K12 Insight Survey Results:
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Perceptions Strengths
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Strengths of South Elementary
Surveys, Interviews, & Focus Groups:1.
Feedback Mechanisms: Regular surveys conducted by K12 Insight for parents, staff, and students provide comprehensive feedback. This data helps ensure that the
school environment is perceived as safe and interactions are respectful.
Parent Engagement Evaluations/Feedback & Participation Levels:2.
Active Family Involvement: Strong emphasis on family involvement through various activities and student performances. Effective communication channels like
Parent Monthly Calendars, BlackBoard Call Outs, Class and School Dojo, X (Twitter), Facebook, the school website, and the school marquee ensure high levels of
parent participation and engagement.
Culture, Climate, Values, Beliefs:3.
Positive School Culture: Implementation of Dr. Marzano's High Reliability Schools (HRS) Leading Indicators fosters a safe, supportive, and collaborative culture
within the school, creating a positive learning environment for students.
Community Partnerships and Volunteer Data:4.
Strong Community Partnerships: Collaborations with organizations such as Crestview Baptist Church, Golden Chick, PBX, and the Food Bank provide valuable
support for families, students, and staff, enhancing the school’s resources and outreach.
Staff Surveys/Feedback:5.
Staff Engagement: Regular feedback from staff through surveys contributes to understanding and improving the school’s environment and practices, ensuring that staff
needs and concerns are addressed.
Student Feedback:6.
Inclusive Decision-Making: Collecting student feedback ensures that their voices are heard and considered in decision-making processes, promoting a sense of
ownership and engagement among students.
Communication Data:7.
Effective Communication: Diverse communication channels ensure that all stakeholders are well-informed about school events and updates, contributing to
transparency and community engagement.
Staff Retention:8.
Improved Teacher Retention: Significant improvement in teacher retention, with a reduction from 22 vacant positions to only one resignation this year, indicates a
more stable and supportive working environment for staff.
Overall Strength:9.
Comprehensive Support and Engagement: The combination of a strong, positive school culture, active family and community involvement, effective
communication, and improved teacher retention contributes to a highly supportive and productive learning environment at South Elementary.
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Problem Statements Identifying Perceptions Needs
Problem Statement 1: South experiences variable parent participation and involvement.
Root Cause: Despite multiple communication channels, some parents may still feel disconnected or unable to participate fully in school activities due to various barriers such as
language differences, work schedules, or lack of understanding of the importance of engagement.
Problem Statement 2: Limited Depth of Insights with surveys.
Root Cause: While surveys and focus groups provide valuable feedback, they may lack the depth and detail needed to fully understand underlying issues. Respondents might not
always provide comprehensive or honest responses, leading to gaps in data.
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Priority Problem Statements
Problem Statement 1: Despite the strengths in curriculum, professional development, and technology integration, there is a notable weakness in achieving consistent student growth,
particularly in the lower grades (K-3).
Root Cause 1: Although professional development is provided, the effectiveness of implementing these strategies consistently across all K-3 classrooms may vary, resulting in
uneven student outcomes.
Problem Statement 1 Areas: School Processes & Programs
Problem Statement 2: Students in Kindergarten through 3rd grade did not achieve their growth targets on the MAP NWEA Reading Assessments.
Root Cause 2: The root cause is insufficient early literacy interventions or foundational skills support in the early grades hinder reading progress and ineffective instructional
strategies that do not cater to diverse learning needs or align with student readiness levels.
Problem Statement 2 Areas: Student Learning
Problem Statement 3: According to MAP NWEA, there was a significant shortfall in 3rd-grade students achieving their growth goals in Reading.
Root Cause 3: The root cause is a lack of alignment between curriculum standards and instructional practices as well as inadequate feedback mechanisms or assessment strategies
that do not effectively track student progress and adjust instruction.
Problem Statement 3 Areas: Student Learning
Problem Statement 4: According to MAP NWEA, 2nd-grade students showed a significant gap in achieving their Math growth goals.
Root Cause 4: The root cause is a lack of alignment between curriculum standards and instructional practices as well as inadequate feedback mechanisms or assessment strategies
that do not effectively track student progress and adjust instruction.
Problem Statement 4 Areas: Student Learning
Problem Statement 5: According to STAAR data, across 3-6 elementary grade levels, Special Education students do not perform as well as their non-Special Education peers.
Root Cause 5: The root causes for the under-performance of Special Education students compared to their non-Special Education peers include inadequate individualized instruction,
insufficient support and resources, lack of effective teacher training in special education strategies, and insufficient integration of Special Education students into general education
classrooms.
Problem Statement 5 Areas: Student Learning
Problem Statement 6: Attendance rates have remained relatively stable over the past five years but have consistently fallen short of the district's 95% goal.
Root Cause 6: A high percentage of economically disadvantaged students can face challenges such as lack of transportation, health issues, and unstable housing, all of which can
negatively impact attendance.
Problem Statement 6 Areas: Demographics
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Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goals
Campus goals
Campus/District improvement plans (current and prior years)
Accountability Data
Texas Academic Performance Report (TAPR) data
Effective Schools Framework data
Student Data: Assessments
State and federally required assessment information
STAAR current and longitudinal results, including all versions
STAAR Emergent Bilingual (EB) progress measure data
Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
Student failure and/or retention rates
Texas approved PreK - 2nd grade assessment data
Texas approved Prekindergarten and Kindergarten assessment data
Student Data: Student Groups
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups
Special programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group
Economically disadvantaged / Non-economically disadvantaged performance and participation data
Special education/non-special education population including discipline, progress and participation data
Emergent Bilingual (EB) /non-EB data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender etc.
Section 504 data
Student Data: Behavior and Other Indicators
Attendance data
Mobility rate, including longitudinal data
Discipline records
Enrollment trends
Employee Data
Professional learning communities (PLC) data
Staff surveys and/or other feedback
State certified and high quality staff data
T-TESS data
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Parent/Community Data
Parent surveys and/or other feedback
Parent engagement rate
Support Systems and Other Data
Study of best practices
Other additional data
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Goals
Goal 1: The percentage of 3rd grade students who score meets grade level or above on the Reading Language Arts STAAR assessment will increase from 41%
to 55%by 2028.
Campus: The percentage of 3rd grade students who score meets grade level or above on the Reading Language Arts STAAR assessment will increase from
25% to 44%by 2025.
Performance Objective 1: The percentage of Pre-Kindergarten students on track to develop understanding on a standards based phonological awareness
assessment will be 93% or above by the end of school year 2025.
Evaluation Data Sources: CLI Engage
Strategy 1 Details Reviews
Strategy 1: South Elementary will implement Professional Learning Communities (PLCs) for PreK-6 that focus on
internalization, role play, data-driven lessons for priority standards, and backward design.
Strategy's Expected Result/Impact: The impact of the PLC will increase the effectiveness of Tier 1 instruction and
limit the percentage of students that require reteaching and intervention.
CLI data will show 90% of Pre-K students will be on track for kindergarten readiness and 70% of K-6 students will
have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
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Strategy 2 Details Reviews
Strategy 2: South will use High-quality instructional materials (HQIM) with Marzano's research-based high-yield
strategies to ensure effective lessons for tier 1 instruction in all grades prek-6.
Strategy's Expected Result/Impact: CLI data will show 90% of Pre-K students will be on track for kindergarten
readiness and 70% of K-6 students will have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.6
- TEA Priorities:
Recruit, support, retain teachers and principals, Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
Strategy 3 Details Reviews
Strategy 3: South will provide our teachers with embedded classroom coaching, modeling, and training for Prek-6
teachers by utilizing Marzano's research-based high-yield instructional strategies and HQIM resources.
Strategy's Expected Result/Impact: Embedded classroom support through coaching and modeling by MCLs and
the strategist will empower our PreK-6 teachers with the knowledge and tools to strengthen students' foundational
skills and Tier 1 instruction.
CLI data will show 90% of Pre-K students will be on track for kindergarten readiness and 70% of K-6 students will
have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: - 211 Title 1 - $6,500
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
No Progress Accomplished Continue/Modify Discontinue
South Elementary
Generated by Plan4Learning.com 31 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 1: The percentage of 3rd grade students who score meets grade level or above on the Reading Language Arts STAAR assessment will increase from 41%
to 55%by 2028.
Campus: The percentage of 3rd grade students who score meets grade level or above on the Reading Language Arts STAAR assessment will increase from
25% to 44%by 2025.
Performance Objective 2: The percentage of Kindergarten-2nd grade students who meet or exceed their individual growth goals in reading as measured by
the EOY NWEA MAP assessment will increase from 40% to 60% by the end of school year 2025.
Evaluation Data Sources: EOY NWEA MAP Assessment
Strategy 1 Details Reviews
Strategy 1: South Elementary will implement Professional Learning Communities (PLCs) for PreK-6 that focus on
internalization, role play, data-driven lessons for priority standards, and backward design.
Strategy's Expected Result/Impact: The impact of the PLC will increase the effectiveness of Tier 1 instruction and
limit the percentage of students that require reteaching and intervention.
CLI data will show 90% of Pre-K students will be on track for kindergarten readiness and 70% of K-6 students will
have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
South Elementary
Generated by Plan4Learning.com 32 of 59 Campus #165901117
May 28, 2025 10:28 AM
Strategy 2 Details Reviews
Strategy 2: South will use High-quality instructional materials (HQIM) with Marzano's research-based high-yield
strategies to ensure effective lessons for tier 1 instruction in all grades prek-6.
Strategy's Expected Result/Impact: CLI data will show 90% of Pre-K students will be on track for kindergarten
readiness and 70% of K-6 students will have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.6
- TEA Priorities:
Recruit, support, retain teachers and principals, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
Strategy 3 Details Reviews
Strategy 3: South will provide our teachers with embedded classroom coaching, modeling, and training for Prek-6
teachers by utilizing Marzano's research-based high-yield instructional strategies and HQIM resources.
Strategy's Expected Result/Impact: Embedded classroom support through coaching and modeling by MCLs and
the strategist will empower our PreK-6 teachers with the knowledge and tools to strengthen students' foundational
skills and Tier 1 instruction.
CLI data will show 90% of Pre-K students will be on track for kindergarten readiness and 70% of K-6 students will
have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: - 211 Title 1 - $6,500
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
No Progress Accomplished Continue/Modify Discontinue
South Elementary
Generated by Plan4Learning.com 33 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 1: The percentage of 3rd grade students who score meets grade level or above on the Reading Language Arts STAAR assessment will increase from 41%
to 55%by 2028.
Campus: The percentage of 3rd grade students who score meets grade level or above on the Reading Language Arts STAAR assessment will increase from
25% to 44%by 2025.
Performance Objective 3: The percentage of 3rd grade students who demonstrate grade level mastery by scoring at the Meets Grade Level or above on
STAAR aligned district reading assessments will increase from 31% to 50% by the end of school year 2025.
Evaluation Data Sources: Eduphoria Data
Strategy 1 Details Reviews
Strategy 1: Teachers will track students progress using growth trackers developed and trained by Holly Roberts. The
trackers will create student goals based on quarterly assessments given every 9 weeks. The trackers will set goals for
students based on Domains 1 and 2 of the accountability system after each 9 week assessment is given.
Strategy's Expected Result/Impact: Student goal progress will increase by 10 percentage points after each 9 week
assessment.
Staff Responsible for Monitoring: Admin
MCLs
Strategist
Teachers
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
South Elementary
Generated by Plan4Learning.com 34 of 59 Campus #165901117
May 28, 2025 10:28 AM
Strategy 2 Details Reviews
Strategy 2: Data Take Home Folders will be kept to contain all student data and be organized to share with parents,
including: MAP, IReady, IXL, Report Cards, Progress Reports, Formative and Summative Assessment Data.
Strategy's Expected Result/Impact: Student goal progress will increase by 10 percentage points after each 9-week
assessment.
Staff Responsible for Monitoring: Admin
MCLs
Strategist
Teachers
Title I:
4.1, 4.2
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Data Take Home Folders & Labels - 211 Title 1 - $1,791
Formative Summative
Nov Feb Apr June
No Progress Some
Progress
Considerable
No Progress Accomplished Continue/Modify Discontinue
South Elementary
Generated by Plan4Learning.com 35 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 2: The percentage of 3rd-grade students who score meets grade level or above on the Math STAAR assessment will increase from 38%to 50% by 2028.
Campus: The percentage of 3rd-grade students who score meets grade level or above on the Math STAAR assessment will increase from 22%to 40% by 2025.
Performance Objective 1: The percentage of Pre-Kindergarten students on track to develop understanding on a math standards-based math assessment will be
93% or above by the end of school year 2025.
Evaluation Data Sources: CLI
Strategy 1 Details Reviews
Strategy 1: South Elementary will implement Professional Learning Communities (PLCs) for PreK-6 that focus on
internalization, role play, data-driven lessons for priority standards, and backward design.
Strategy's Expected Result/Impact: The impact of the PLC will increase the effectiveness of Tier 1 instruction and
limit the percentage of students that require reteaching and intervention.
CLI data will show 90% of Pre-K students will be on track for kindergarten readiness and 70% of K-3 students will
have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
South Elementary
Generated by Plan4Learning.com 36 of 59 Campus #165901117
May 28, 2025 10:28 AM
Strategy 2 Details Reviews
Strategy 2: South will use High-quality instructional materials (HQIM) with Marzano's research-based high-yield
strategies to ensure effective lessons for tier 1 instruction in all grades prek-6.
Strategy's Expected Result/Impact: Using HQIM and Marzano's research-based strategies will increase the
effectiveness of grade-level tier 1 instruction.
CLI data will show 90% of Pre-K students will be on track for kindergarten readiness and 70% of K-3 students will
have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
Strategy 3 Details Reviews
Strategy 3: South will provide our teachers with embedded classroom coaching, modeling, and training for Prek-6
teachers by utilizing Marzano's research-based high-yield instructional strategies and HQIM resources.
Strategy's Expected Result/Impact: Embedded classroom support through coaching and modeling by MCLs and
the strategist will empower our PreK-6 teachers with the knowledge and tools to strengthen students' foundational
skills and Tier 1 instruction.
CLI data will show 90% of Pre-K students will be on track for kindergarten readiness and 70% of K-3 students will
have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: - 211 Title 1 - $6,500
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
South Elementary
Generated by Plan4Learning.com 37 of 59 Campus #165901117
May 28, 2025 10:28 AM
No Progress Accomplished Continue/Modify Discontinue
South Elementary
Generated by Plan4Learning.com 38 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 2: The percentage of 3rd-grade students who score meets grade level or above on the Math STAAR assessment will increase from 38%to 50% by 2028.
Campus: The percentage of 3rd-grade students who score meets grade level or above on the Math STAAR assessment will increase from 22%to 40% by 2025.
Performance Objective 2: The percentage of Kindergarten-2nd grade students who meet or exceed their individual growth goals in math as measured by
NWEA MAP will increase from 36% to 58% by the end of school year 2025.
Evaluation Data Sources: EOY NWEA MAP Assessment
South Elementary
Generated by Plan4Learning.com 39 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 2: The percentage of 3rd-grade students who score meets grade level or above on the Math STAAR assessment will increase from 38%to 50% by 2028.
Campus: The percentage of 3rd-grade students who score meets grade level or above on the Math STAAR assessment will increase from 22%to 40% by 2025.
Performance Objective 3: The percentage of 3rd grade students who demonstrate grade level mastery by scoring at the Meets Grade Level Performance or
above on a STAAR aligned district math assessment will increase from 35% to 50% by the end of school year 2025.
Evaluation Data Sources: Eduphoria Data
South Elementary
Generated by Plan4Learning.com 40 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 3: The percentage of 4th -English II students who meet or exceed their Reading Language Arts STAAR Annual Growth will increase from 55% to 71%
by 2028.
Campus: The percentage of 4th -English II students who meet or exceed their Reading Language Arts STAAR Annual Growth will increase from 72% to 77%
by 2025.
Performance Objective 1: The percentage of 4th-6th grade students who meet or exceed their Reading STAAR Progress Measure on a STAAR aligned
district formative assessment will increase to 80% by the end of school year 2025.
Evaluation Data Sources: District Formative Assessment
Strategy 1 Details Reviews
Strategy 1: South Elementary will implement Professional Learning Communities (PLCs) for PreK-6 that focus on
internalization, role play, data-driven lessons for priority standards, and backward design.
Strategy's Expected Result/Impact: The impact of the PLC will increase the effectiveness of Tier 1 instruction and
limit the percentage of students that require reteaching and intervention.
70% of 4-6 students will have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
South Elementary
Generated by Plan4Learning.com 41 of 59 Campus #165901117
May 28, 2025 10:28 AM
Strategy 2 Details Reviews
Strategy 2: South will use High-quality instructional materials (HQIM) with Marzano's research-based high-yield
strategies to ensure effective lessons for tier 1 instruction in all grades prek-6.
Strategy's Expected Result/Impact: Using HQIM and Marzano's research-based strategies will increase the
effectiveness of grade-level tier 1 instruction.
70% of 4-6 students will have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
Strategy 3 Details Reviews
Strategy 3: South will provide our teachers with embedded classroom coaching, modeling, and training for Prek-6
teachers by utilizing Marzano's research-based high-yield instructional strategies and HQIM resources.
Strategy's Expected Result/Impact: Embedded classroom support through coaching and modeling by MCLs and
the strategist will empower our PreK-6 teachers with the knowledge and tools to strengthen students' foundational
skills and Tier 1 instruction.
70% of 4-6 students will have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
No Progress Accomplished Continue/Modify Discontinue
South Elementary
Generated by Plan4Learning.com 42 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 3: The percentage of 4th -English II students who meet or exceed their Reading Language Arts STAAR Annual Growth will increase from 55% to 71%
by 2028.
Campus: The percentage of 4th -English II students who meet or exceed their Reading Language Arts STAAR Annual Growth will increase from 72% to 77%
by 2025.
Performance Objective 2: The percentage of 4th-6th grade students who meet or exceed who meet or exceed their individual growth goals in Reading as
measured by IXL and NWEA MAP will increase from 38% to 58% by the end of school year 2025.
Evaluation Data Sources: EOY MAP NWEA Assessment
Strategy 1 Details Reviews
Strategy 1: Students will complete IXL reading learning paths that align to STAAR and NWEA MAP to close gaps in the
learning.
Strategy's Expected Result/Impact: Students will increase their growth goals on STAAR and NWEA MAP by
closing their learning gaps and growing a grade level by the end of the year using IXL.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Teachers
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
No Progress Accomplished Continue/Modify Discontinue
South Elementary
Generated by Plan4Learning.com 43 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 4: The percentage of 4th -Algebra 1 students who meet or exceed their Math STAAR Annual Growth will increase from 61% to 71% by 2028.
Campus: The percentage of 4th -Algebra 1 students who meet or exceed their Math STAAR Annual Growth will increase from 75% to 80% by 2025.
Performance Objective 1: The percentage of 4th-6th grade students who meet or exceed their Math STAAR Progress Measure on a STAAR aligned district
formative assessment will increase to 80% by the end of school year 2025.
Evaluation Data Sources: District Formative Assessment
Strategy 1 Details Reviews
Strategy 1: South Elementary will implement Professional Learning Communities (PLCs) for PreK-6 that focus on
internalization, role play, data-driven lessons for priority standards, and backward design.
Strategy's Expected Result/Impact: The impact of the PLC will increase the effectiveness of Tier 1 instruction and
limit the percentage of students that require reteaching and intervention.
70% of 4-6 students will have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.5, 2.6
- TEA Priorities:
Recruit, support, retain teachers and principals, Improve low-performing schools
- ESF Levers:
Lever 2: Strategic Staffing, Lever 3: Positive School Culture
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
South Elementary
Generated by Plan4Learning.com 44 of 59 Campus #165901117
May 28, 2025 10:28 AM
Strategy 2 Details Reviews
Strategy 2: South will use High-quality instructional materials (HQIM) with Marzano's research-based high-yield
strategies to ensure effective lessons for tier 1 instruction in all grades prek-6.
Strategy's Expected Result/Impact: Using HQIM and Marzano's research-based strategies will increase the
effectiveness of grade-level tier 1 instruction.
70% of 4-6 students will have 60% or higher growth on MAP assessments by the EOY 2025
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
Strategy 3 Details Reviews
Strategy 3: South will provide our teachers with embedded classroom coaching, modeling, and training for Prek-6
teachers by utilizing Marzano's research-based high-yield instructional strategies and HQIM resources.
Strategy's Expected Result/Impact: Embedded classroom support through coaching and modeling by MCLs and
the strategist will empower our PreK-6 teachers with the knowledge and tools to strengthen students' foundational
skills and Tier 1 instruction.
70% of 4-6 students will have 60% or higher growth on MAP assessments by the EOY 2025.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Classroom Teachers
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
No Progress Accomplished Continue/Modify Discontinue
South Elementary
Generated by Plan4Learning.com 45 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 4: The percentage of 4th -Algebra 1 students who meet or exceed their Math STAAR Annual Growth will increase from 61% to 71% by 2028.
Campus: The percentage of 4th -Algebra 1 students who meet or exceed their Math STAAR Annual Growth will increase from 75% to 80% by 2025.
Performance Objective 2: The percentage of 4th-6th grade students who meet or exceed their individual growth goals in Math as measured by NWEA MAP
will increase from 38% to 55% by the end of school year 2025.
Evaluation Data Sources: EOY MAP NWEA Assessment
South Elementary
Generated by Plan4Learning.com 46 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 5: Through the Student Experience we will foster safe and innovative learning spaces where students engage in rigorous and relevant experiences,
preparing them for meaningful opportunities post-graduation.
Performance Objective 1: Strengthen instructional practices to improve student academic performance across all grades, cultivating a culture of continuous
Improvement.
Evaluation Data Sources: Accountability Ratings
Strategy 1 Details Reviews
Strategy 1: South will implement a data-driven approach to instruction by analyzing student assessment data to identify
areas of strength and weakness. South will use this data to inform instructional decision-making, and tailor teaching
strategies to meet individual student needs, and monitor student progress over time.
Strategy's Expected Result/Impact: A culture of continuous improvement where instructional practices are
regularly refined based on ongoing analysis of student assessment data.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
South Elementary
Generated by Plan4Learning.com 47 of 59 Campus #165901117
May 28, 2025 10:28 AM
Strategy 2 Details Reviews
Strategy 2: Provide specialized professional development opportunities for teachers focused on effective instructional
practices for supporting special education students. Offer training in evidence-based strategies such as Universal Design for
Learning (UDL), explicit instruction, and strategies for promoting executive functioning skills.
Strategy's Expected Result/Impact: Improved outcomes for special education students, including increased
academic performance, social-emotional development, and preparation for post-school transition
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
Strategy 3 Details Reviews
Strategy 3: South will provide our teachers with embedded classroom coaching, modeling, and training for Prek-6
teachers by utilizing Marzano's research-based instructional strategies and HQIM resources.
Strategy's Expected Result/Impact: Embedded classroom support through coaching and modeling by MCLs and
the strategist will empower our PreK-6 teachers with the knowledge and tools to strengthen students' foundational
skills.
Staff Responsible for Monitoring: Admin
Strategist
MCLs
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
No Progress Accomplished Continue/Modify Discontinue
South Elementary
Generated by Plan4Learning.com 48 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 5: Through the Student Experience we will foster safe and innovative learning spaces where students engage in rigorous and relevant experiences,
preparing them for meaningful opportunities post-graduation.
Performance Objective 2: Research, plan and implement new school safety infrastructure, facility updates and transportation operations that maximize
instructional time.
Evaluation Data Sources: Drill Tracker Spreadsheet
South Elementary
Generated by Plan4Learning.com 49 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 5: Through the Student Experience we will foster safe and innovative learning spaces where students engage in rigorous and relevant experiences,
preparing them for meaningful opportunities post-graduation.
Performance Objective 3: Cultivate nurturing and supportive environments for student well-being, providing comprehensive support systems and effective
discipline strategies to promote a positive student experience for every child.
Evaluation Data Sources: Skyward Discipline Data
South Elementary
Generated by Plan4Learning.com 50 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 5: Through the Student Experience we will foster safe and innovative learning spaces where students engage in rigorous and relevant experiences,
preparing them for meaningful opportunities post-graduation.
Performance Objective 4: Increase Attendance percentage from 92% to 97%.
Evaluation Data Sources: Skyward Attendance Reports
Parental engagement as evidenced by Sign-in Sheets from events
PTA Membership Data
Staff Feedback
South Elementary
Generated by Plan4Learning.com 51 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 6: Through Growing & Developing Staff we will build retention and recruitment practices to promote professional growth that yields and rewards high-
impact staff, improving student outcomes.
Performance Objective 1: Recruit and onboard highly qualified staff that effectively serve all students and the broader community.
Evaluation Data Sources: Staff Retention Rate
Strategy 1 Details Reviews
Strategy 1: Campus leaders implement targeted and personalized strategies to retain high-performing staff
Strategy's Expected Result/Impact: 90% Staff Retention for 24-25 school year
Staff Responsible for Monitoring: Admin
MCLs
Title I:
2.5, 2.6
- TEA Priorities:
Recruit, support, retain teachers and principals, Improve low-performing schools
- ESF Levers:
Lever 2: Strategic Staffing, Lever 3: Positive School Culture
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
Strategy 2 Details Reviews
Strategy 2: Teacher placements are strategic based on student needs and teacher strengths.
Strategy's Expected Result/Impact: 90% Staff Retention for 24-25 school year
Staff Responsible for Monitoring: Admin
MCLs
Title I:
2.5, 2.6
- TEA Priorities:
Recruit, support, retain teachers and principals, Improve low-performing schools
- ESF Levers:
Lever 2: Strategic Staffing, Lever 3: Positive School Culture
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
South Elementary
Generated by Plan4Learning.com 52 of 59 Campus #165901117
May 28, 2025 10:28 AM
Strategy 3 Details Reviews
Strategy 3: Grade-level teams have strong, supported teacher leaders trained in adult learning facilitation and team
dynamics.
Strategy's Expected Result/Impact: 90% Staff Retention for 24-25 school year
Staff Responsible for Monitoring: Admin
MCLs
Title I:
2.5, 2.6
- TEA Priorities:
Recruit, support, retain teachers and principals, Improve low-performing schools
- ESF Levers:
Lever 2: Strategic Staffing, Lever 3: Positive School Culture
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
No Progress Accomplished Continue/Modify Discontinue
South Elementary
Generated by Plan4Learning.com 53 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 6: Through Growing & Developing Staff we will build retention and recruitment practices to promote professional growth that yields and rewards high-
impact staff, improving student outcomes.
Performance Objective 2: Develop and implement talent pipelines and professional learning for all staff with systems of support that cultivate continuous
learning, staff recognition and incentives, enhance job satisfaction, promote staff retention, and foster a culture of growth, well- being, work-life balance and
career progression.
Evaluation Data Sources: Staff Retention Rate
South Elementary
Generated by Plan4Learning.com 54 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 7: Through Engaging and Acting we will engage the entire Midland community through clear and actionable communication that cultivates trust and
partnership.
Performance Objective 1: Increase family involvement in school activities and decision-making, empowering all parents to play an active role in holding
students accountable and nurturing their educational journey.
Evaluation Data Sources: K-12 Survey Results
Event Sign-in Sheets
PTA Membership Data
Strategy 1 Details Reviews
Strategy 1: South has a Reading and Math/SCIENCE night to involve parents in hands-on activities with their students
that are TEK-based. South has a PTA that supports our school with fund-raisers and extracurricular family events.
South sends out all communication translated into Spanish for our bilingual populations and we always communicate in
many different formats including social media, parent letters, blackboard, campus website, and class Dojo, the school
marquee, as well as additional surveys.
Strategy's Expected Result/Impact: Transparency with the South Community.
10% More parents are involved in school activities by the end of the school year 2025.
Staff Responsible for Monitoring: Admin
Secretary
Counselor
MCLs
Classroom Teachers
Title I:
2.5, 2.6, 4.1
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture
Formative Summative
Nov Feb Apr June
Accomplished Considerable Considerable
South Elementary
Generated by Plan4Learning.com 55 of 59 Campus #165901117
May 28, 2025 10:28 AM
Strategy 2 Details Reviews
Strategy 2: Climate surveys are administered at least annually and include student, staff, and family responses to key
climate indicators.
Strategy's Expected Result/Impact: Transparency with the South Community.
10% More parents are involved in school activities by the end of the school year 2025
Staff Responsible for Monitoring: Admin
Title I:
2.5, 2.6
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
Strategy 3 Details Reviews
Strategy 3: Develop concise and compelling messaging that articulates the campus's performance goals, expectations, and
achievements in a way that resonates with stakeholders.
Strategy's Expected Result/Impact: Clear messaging facilitates effective communication and collaboration among
stakeholders. By providing a shared understanding of the campus's priorities and accomplishments, stakeholders can
engage in meaningful discussions, share insights and feedback, and collaborate on strategies to advance the campus's
goals.
10% More parents are involved in school activities by the end of the school year 2025.
Staff Responsible for Monitoring: Admin
Title I:
2.5, 2.6
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture
Formative Summative
Nov Feb Apr June
Considerable Considerable Considerable
No Progress Accomplished Continue/Modify Discontinue
South Elementary
Generated by Plan4Learning.com 56 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 7: Through Engaging and Acting we will engage the entire Midland community through clear and actionable communication that cultivates trust and
partnership.
Performance Objective 2: Promote proactive and transparent data sharing and improve communication practices, ensuring clear follow-up and promoting a
culture of openness and accountability.
Evaluation Data Sources: K-12 Survey Results
Event Sign-in Sheets
PTA Membership Data
Blackboard Messaging Data
South Elementary
Generated by Plan4Learning.com 57 of 59 Campus #165901117
May 28, 2025 10:28 AM
Goal 7: Through Engaging and Acting we will engage the entire Midland community through clear and actionable communication that cultivates trust and
partnership.
Performance Objective 3: Amplify the narrative and impact of communication regarding performance and expectations, empowering stakeholders to
effectively understand, engage with, and contribute to the shared story of success.
Evaluation Data Sources: K-12 Survey Results
Event Sign-in Sheets
PTA Membership Data
Social Media Posts
South Elementary
Generated by Plan4Learning.com 58 of 59 Campus #165901117
May 28, 2025 10:28 AM
Campus Funding Summary
211 Title 1
Goal Objective Strategy Resources Needed Account Code Amount
1 1 3 $6,500.00
1 2 3 $6,500.00
1 3 2 Data Take Home Folders & Labels $1,791.00
2 1 3 $6,500.00
Sub-Total $21,291.00
Budgeted Fund Source Amount $6,500.00
+/- Difference -$14,791.00
Grand Total Budgeted $6,500.00
Grand Total Spent $21,291.00
+/- Difference -$14,791.00
South Elementary
Generated by Plan4Learning.com 59 of 59 Campus #165901117
May 28, 2025 10:28 AM
